Teaching bioscience to nursing students—What works?

AIM: To compare the effects of flipped classroom and traditional auditorium lectures, on nursing students’ examination results in bioscience. DESIGN: An educational intervention study. METHODS: All the first‐year students in the bachelor programme (N = 493) were entered into a database and randomly assigned to the intervention or the control group in a course in bioscience. The outcome measures are the proportion of students who passed the examination, and the distribution of grades from A to E. Chi‐square tests and Mann–Whitney Wilcoxon test were used. The odds to pass versus fail were modelled using binary logistic regression. RESULTS: The proportion of students who did not pass the final examination was very similar in the intervention and the control groups, 21.4% and 23.6% (p = .574). Our data did not reveal any statistically significant differences concerning the distribution of grades (p = .691). Students with biology and/or natural science had higher odds for passing.